A qualitative exploration of stakeholder perspectives on the implementation of a whole school approach to mental health and emotional well-being in Wales.
A qualitative exploration of stakeholder perspectives on the implementation of a whole school approach to mental health and emotional well-being in Wales.
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DOI：
10.1093/her/cyad002
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发表时间：
2023-05-22
影响因子：
2.4
通讯作者：
Moore, G.
中科院分区：
文献类型：
--
作者：
Brown, R.;Van Godwin, J.;Edwards, A.;Burdon, M.;Moore, G.
早期干预以支持学龄儿童的心理健康和福祉，可能对预防以后生活中心理健康问题的升级具有重大益处。虽然目前对学校支持心理健康的最佳方式的理解存在局限性，但全校方法（WSA）可能是有效的，该方法涉及学校系统中所有参与创建和维持健康优先的支持性环境的人。这项研究探讨了利益相关者对这种方法的看法，作为威尔士政府委托进行WSA评估的合同的一部分。半结构化的焦点小组和访谈完成了与利益攸关方从卫生和教育部门，以及家长，探讨如何WSA可能在威尔士的情况下运作和障碍和促进者的潜在实施和成果。研究结果表明，学校现有的压力可能会影响WSA的实施，学校工作人员已经时间贫乏，许多工作人员正在经历自己的心理健康挑战。可通过在地方和国家各级提供明确指导、为工作人员的时间和培训提供资金以及利益攸关方在所有阶段的参与来支持执行工作。还需要进行长期监测和评价，以了解系统变化。
Early intervention to support mental health and well-being of school-aged children may be of significant benefit in preventing escalation of mental health problems in later life. While there are limitations to current understanding of the best ways for schools to support mental well-being, a whole school approach (WSA), involving all those who are part of the school system in creating and sustaining a supportive environment where health is prioritized, may be effective. This research explored stakeholder views of this approach, as part of a contract commissioned by the Welsh Government to conduct an evaluability assessment of a WSA. Semistructured focus groups and interviews were completed with stakeholders from the health and education sectors, as well as parents, to explore how a WSA may operate in a Welsh context and barriers and facilitators to potential implementation and outcomes. Findings suggest that existing pressures on schools may impact implementation of a WSA, with school staff already time poor and many staff experiencing their own mental well-being challenges. Implementation may be supported by clear guidance at local and national levels, funding for staff time and training and stakeholder involvement at all stages. Long-term monitoring and evaluation are also needed to understand system changes.
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影响因子：
2.9
作者：
Berends, L;Johnston, J
通讯作者：
Johnston, J
影响因子：
3.2
作者：
Maynard, Brandy R.;Farina, Anne;Kelly, Michael S.
通讯作者：
Kelly, Michael S.
影响因子：
6.6
作者：
Harding, Sarah;Morris, Richard;Kidger, Judi
通讯作者：
Kidger, Judi
影响因子：
6.1
作者：
Dix KL;Slee PT;Lawson MJ;Keeves JP
通讯作者：
Keeves JP
DOI：
10.1111/bjep.12450
发表时间：
2022-03
期刊：
The British journal of educational psychology
影响因子：
--
作者：
Kim LE;Oxley L;Asbury K
通讯作者：
Asbury K